Predictable Chart Writing in the Special Education Classroom

Comprehensive Literacy Instruction is essential in today's classrooms, including self-contained classrooms and cross-categorical resource rooms. In many cases, reading and writing instruction has fallen by the wayside for our most complex learners however the push toward implementing the Science of Reading in all classrooms emphasizes the need for a shift. 

Shared Writing is one component of Comprehensive Literacy Instruction and a highly effective strategy for engaging students with complex needs in shared writing instruction is Predictable Chart Writing (PCW). PCW provides predictability, offers seamless integration of communication, and can be utilized as an activity for the entire classroom, small groups, or even individual sessions. 

Each step in the Predictable Chart Writing Routine takes place during a new session. Typically, this is done during daily writing instruction over the course of a school week. 

Step 1: Write the Chart (Monday)

• Choose a sentence stem. Possible topics could include the current classroom theme, responding to a recent reading passage, or incorporating the use of core words. 

• The students provide a personalized response to the sentence stem. 
• Provide response options using picture-supported icons or AAC devices for students who struggle with word retrieval or expressive communication. 

• Then, the teacher scribes the response on the chart while saying each part aloud. A pocket chart can be a great alternative! 

• Finally, the group will choral read each sentence when done. 

• For non-speaking students, utilize AAC such as a big mack switch, communication board, or communication device to facilitate participation. See the example video below: 

Step 2: Reread the Chart (Tuesday)

• First, the group will reread the entire chart chorally as the teacher points to each word.

• Then, provide opportunities for individual students to find words such as a targeted core word or content vocabulary. 

• Next, focus on a specific element (letter, word, convention) when done.

• Finally, reread a final time.

Step 3: Work with Sentence Strips (Wednesday)

• First, the group will reread the entire chart chorally as the teacher points to each word.

• Next, pass out each student’s contribution to them on sentence strips. 
• You can either prepare these sentence strips ahead of time or use this activity as an opportunity to model.

• Then, demonstrate how to cut the sentence apart into words (after each cut, reread) and reorder.

• Eventually, start reordering incorrectly to help students see if the sentence makes sense.
• Allow students to make mistakes! These are opportunities to recheck work/check for what makes sense.

• After developing an understanding, students will cut apart their own sentences.

Step 4: Be the Sentence (Thursday)

• First, the group will reread the entire chart chorally as the teacher points to each word.

• Then, choose a sentence and give each student a word from the sentence. 

• Next, have them physically arrange themselves to reorder the sentence
• Repeat for 3-4 sentences.

• Finally, end with a final choral reading of sentences

Step 5: Make and Publish the Book (Friday)

• First, the group will reread the entire chart chorally as the teacher points to each word.

• Then, pass out individual sentences typed/written for book.
• You can either prepare these sentence strips ahead of time or use this activity as an opportunity to model.

• Next, they will glue their ordered sentence onto their paper. 

• Then, students will add illustrations
• They can use their own drawings or find pictures on Google images.

• Finally, students will share their book page before adding it to the finished class book for the classroom library.
• You can also publish the class book to Tarheel Reader or Bookcreator.com for independent reading with technology or at home.

To see Predictable Chart Writing in action with a group of learners at a variety of instructional levels, check out this video: 

Stay tuned for my upcoming Predictable Chart Writing Lesson Plans and Materials which features 30 different sentence stems including general and seasonal themes. 

The Science of Reading in the Special Education Classroom

Last year I read a book that changed my entire outlook on teaching teaching to my students with significant disabilities and complex needs. Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write by Karen Erickson Ph.D and David Koppenhaver Ph.D. is a MUST-READ for teachers in the self-contained classroom! It provides Science of Reading research specific to our students with significant disabilities and provides some practical guidance. 

However, when I was finished reading, I struggled with knowing what literacy materials would work best for applying what I had learned. 

So I got to work creating some! And that is how my Differentiated Phonological Awareness Visual Supports for Elementary or SpEd and Letter of the Day Science of Reading Lessons and Visual Supports for Special Ed were born! 

Differentiated Phonological Awareness Visual Supports for Elementary

Phonological Awareness activities are often very auditory-focused. For my learners, this is often the most challenging learning modality. Therefore, I wanted to create visual supports for each skill that could be easily differentiated across a variety of learners.  

The skills I addressed included: 

It was also important to me to make visual supports that could be modified to be used across a variety of learning activities to increase engagement and build student independence. This was also key to differentiation. 

Task Cards

Cut and Paste Worksheets

Puzzles

File Folders

Letter Tile Cards

Paper-Pencil Worksheets

Dry Erase Mats

Letter of the Day Science of Reading Lessons and Visual Supports for Special Ed

Comprehensive Literacy for All taught me the importance of daily alphabet instruction. I wanted to create materials for this instruction that had a similar format for daily instruction each day so that students could focus on learning the content (and not concurrently trying to learn the activity expectations!). 

Based on the research from the book, I developed a daily lesson framework and lesson plans to accompany my materials:

1. Alphabet Song

• Provide students with the alphabet song visual support.
• Play or sing the Alphabet Song while students track each letter with their finger.

2. Enhanced Alphabet Knowledge

• Provide each student with the EAK worksheet.
• Follow the included EAK script adapted from Comprehensive Literacy for All

3. Letter Matching

• Provide student with letter sheet and manipulatives based on their level:
• Identical capital letter matching
• Lowercase letter matching
• Match pictures with beginning sound

4. Letter Picture Book

• Read aloud the book from the provided picture book list.

5. Letter Book Worksheet

• During or after reading, give students the letter worksheet to color or draw.

Ready to get started with the Science of Reading in your special education classroom? Check out the resources I created in my TPT store!